Date of Award

3-2012

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

Abstract

Reading fluency is a critical component to the overall success of students’ ability to read. Repeated readings has been the most researched and successful approach to improving reading fluency. In this study, the role of corrective feedback during repeated readings was evaluated. All participants completed repeated readings three days a week. One group received corrective feedback during their readings and one group did not. Both groups showed improvement in their reading fluency and accuracy. However, the group that received corrective feedback showed greater gains in both fluency and accuracy from their pretest to their posttest.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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